Facets of Career Development in a New Immigrant Destination: Exploring the Associations Among School Climate, Belief in Self, School Engagement, and Academic Achievement

Cassandra A. Storlie, Russell B. Toomey

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

With contemporary career challenges facing Latino/a youth, particularly those from immigrant communities, counselors and career development professionals may find it challenging to provide effective career services for this unique population. Students from one middle school and one high school located in a new immigrant destination were surveyed to test the hypothesis that belief in self and school engagement (i.e., behavioral, emotional, and cognitive engagement) played a serial mediating role in the association between school safety and academic achievement (i.e., grade point average). Moderation of the mediation model by ethnicity was also examined. Results from the sample (N = 877) indicated that school safety was associated with higher levels of belief in self, which in turn was associated with higher levels of school engagement. Only behavioral engagement, however, was associated with greater academic achievement. Associations did not differ by ethnicity. Career implications on the importance of behavioral engagement among teachers, counselors, career development professionals, and administrators to support the academic achievement of marginalized youth are provided.

Original languageEnglish (US)
Pages (from-to)44-58
Number of pages15
JournalJournal of Career Development
Volume47
Issue number1
DOIs
StatePublished - Feb 1 2020

Keywords

  • academic achievement
  • ethnicity
  • new immigrant destination
  • school engagement
  • school safety

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • General Psychology
  • Organizational Behavior and Human Resource Management

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